University of Windsor, Ontario: Open Journal Systems
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Using In-vivo Technology for Clinical Application of MRI Scans of Glioblastomas
No full textThe fields of medicine, and forensic medicine have been rapidly adapting to new advances in technology throughout the years. Medical professionals rely on scanning methods, among other technologies to portray visual data of what is occurring inside a patient’s body (Appling, 1975). Specific software has been created to allow doctors to upload medical scans, and to be able to observe these scans in a manner that is not possible on the scans themselves. This technology may prove to be essential to experts since it can be used for medical cases, as well as for forensic use. The software can be used to measure borders of bones, tumours, and tissue, as well as determine the health status of a patient (3D Medical Imaging, 2018). This research project focused on patients diagnosed with glioblastoma multiforme, and utilized Invivo 5.4 software to measure the borders of tumours found in the brain. A second set of data was achieved through a comparison of an MRI scan of an individual without brain abnormalities. Additional photographs are included, demonstrating the software’s many distinct, broad uses. The Invivo software is useful for clinical application of patients with glioblastoma tumours, and can measure the area of tumours found in MRI scans
Social Work and Obesity: License to Oppress
No full textSocial work is a profession based on social justice and anti-oppressive action. Social workers in direct practice in most states must possess a master’s level graduate degree and have completed internship/practicum placements hours. This higher education and professional development prerequisites within graduate curriculums must begin to include increased acceptance and understanding of diversity and social justice through expanded lenses and move beyond current frameworks of diversity. For example, one such area of diversity that has become an increasing proportion of higher education students are students who identify as obese or “fat,” and are experiencing oppression and stigma in their everyday life. The authors used a grounded approach to analyze 100 accredited graduate social work programs’ curriculum throughout the United States, with the goal of understanding how the topic of obesity and weight-based oppression were integrated into learning curriculums of diversity, social justice, and cultural humility. The authors will discuss “fat culture” and stigma associated with an obese identity, as well as systems that are inherently oppressive to people who are of larger size. The findings revealed evidence of professional disregard for this population in practice, as well as overarching disregard for body size as a dimension of diversity and inclusion on an institutional level. The authors will reflect on these findings and discuss implications for practice, knowledge, and professional and educational pedagogy
An Investigation of Canadian Undergraduate Music Education Students’ Personal and Professional Experiences During a Three-Month Residency in China
No full textThe present study investigated undergraduate Canadian music education students’ personal and professional experiences during a three-month residency in China. Participants (N=3), in this case study, were part of a SSHRC funded Canada-China Reciprocal Learning Program and were in the process of completing a Bachelor of Education degree. The participants observed classroom teaching, attended workshops/presentations at Southwest University in Chongqing, China, and gave presentations to Chinese teachers and students. They were asked a wide range of open-ended questions relating to their preconceptions of life in China, coping strategies (e.g., language, local customs, environmental context, etc.), curricular and pedagogical similarities/differences, relationships with their Chinese counterparts, and potential impact on their future educational and professional plans. The findings indicated intellectual, social, and personal growth over this three-month period. Students spoke of overcoming fear and acquiring increased personal/professional self-awareness. However, there was no solid assurance that the participants’ experiences would have a lasting positive effect on their future pedagogical practices
Framing the Watercolour and Gouache Study Collection from VSAR-1060: Studio Practice and Ideas/Image
No full textVSAR-1060 Studio Practice and Ideas/Image is a first-year course in the School of Creative Arts at the University of Windsor that introduces students to the fundamental concepts of 2-dimensional image-making. This assignment was designed to teach the complexities and nuances of colour mixing, and to reinforce students’ understanding of the elements of art and the principles of design
Evidence, Persuasion and Diversity
No full textMy topic is the theme of the E-OSSA 12 conference, namely Evidence, Persuasion and Diversity. I will present relevant material from a selection of Canadian legal cases, along with background information as needed and commentary. My primary focus will be on two landmark Supreme Court of Canada cases—an Aboriginal law case and a case that was both a constitutional law case and a criminal law case. Mon sujet est le thème de la conférence E-OSSA 12, à savoir La preuve, la persuasion et la diversité. Je présenterai des documents pertinents tirés d\u27une sélection de procès juridiques canadiens, ainsi que des renseignements généraux au besoin et des commentaires. Je me concentrerai principalement sur deux affaires historiques de la Cour suprême du Canada - une affaire de droit autochtone et une affaire qui était à la fois une affaire de droit constitutionnel et une affaire de droit pénal
Why Does Digital Learning Matter? Digital Competencies, Social Justice and Critical Pedagogy in Initial Teacher Education
No full textDigital tools and spaces are becoming prevalent in schools across the world requiring the development of digital skillsets for student-teachers. Digital technology, in enabling education to extend beyond the space and time boundaries of the conventional classroom (Seifert, T., Sheppard, B. Wakeham, M., 2015) , brings the digital landscape into the classroom and firmly into the frame of reference for those preparing student-teachers to enter the profession. For Initial Teacher Education (ITE) programmes which foreground social justice, the digital (technology which is linked to the internet) goes far beyond a skillset or a discrete subject. Engaging with digital learning encompasses the 21st century context - both local and global - in which student-teachers and their future pupils are situated.
Developing a critical pedagogic approach involves understanding the context in which one lives and enabling learners to challenge or change it (Freire, 1996) . For those working in ITE a postdigital lens provides a means to understand the context in which they are situated. Critical pedagogy enables student-teachers to understand that context and challenge the inequities which persist, preparing them not simply to navigate the digital landscape, but to engage with it critically. Reflecting on student-teacher learning this article explores the digital dimension, highlighting the importance of digital learning when engaging with critical pedagogy and social justice in ITE
English Language Teacher Education: A Sociocultural Perspective on Preservice Teachers’ Learning in the Professional Experiences
No full textJustifying Particular Reasoning in a Legal Context: On Neil MacCormick\u27s ‘Universalisable Particular Thesis’
No full textParticular reasoning is arguably the most common type of legal reasoning. Neil MacCormick proposed that, in a legal context, justifiable particular reasoning has to be universalizable. This paper aims to: (1) investigate MacCormick’s thesis; (2) explain how a particular can ever be universal by drawing inspiration from Scott Brewer’s formula on reasoning by analogy; (3) further comprehend MacCormick’s thesis by considering some of the arguments advanced by its opponents; (4) use the ‘pilot-judgement procedure’ developed by the European Court of Human Rights as an example to illustrate the relevance of the universalizable particular thesis in today’s legal practices.Le raisonnement particulier est sans doute le type de raisonnement juridique le plus courant. Neil MacCormick a proposé que, dans un contexte juridique, un raisonnement particulier justifiable doit être universalisable. Cet article vise à: (1) étudier la thèse de MacCormick; (2) expliquer comment un particulier peut jamais être universel en s\u27inspirant de la formule de Scott Brewer sur le raisonnement par analogie; (3) comprendre davantage la thèse de MacCormick en examinant certains des arguments avancés par ses opposants; (4) utiliser la «procédure de jugement pilote» développée par la Cour européenne des droits de l’homme comme exemple pour illustrer la pertinence de la thèse du particulier universalisable dans les pratiques juridiques d’aujourd’hui